988368
یکشنبه 4 آذر 1403
دوره 22، شماره 4 - ( 9-1403 )
جلد 22 شماره 4 صفحات 690-681 |
برگشت به فهرست نسخه ها
Ethics code: IR.IAU.KERMAN.REC.1402.054
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Ghalandari M, Fatehi Rad N, Seifadini P. Perceived Effectiveness of a Positive Thinking Training Course on Professional Identity: Reconciliation of Bipolar English as a Foreign Language Teachers with Positive Thinking. Iranian Rehabilitation Journal 2024; 22 (4) :681-690
URL: http://irj.uswr.ac.ir/article-1-1963-fa.html
URL: http://irj.uswr.ac.ir/article-1-1963-fa.html
Perceived Effectiveness of a Positive Thinking Training Course on Professional Identity: Reconciliation of Bipolar English as a Foreign Language Teachers with Positive Thinking. مجله انگلیسی زبان توانبخشی. 1403; 22 (4) :681-690
چکیده: (1266 مشاهده)
Objectives: About 5% of the world’s population suffer from bipolar disorder. These people, in general, and teachers in particular, have many personal, social, and working problems. Different approaches, such as positive thinking, have been suggested to cope with such issues. Moreover, professional identity, similar to general identity, has been applied in various ways in teacher and instructor training. Using a basic interpretive design, we explored perceptions of English foreign language (EFL) teachers with bipolar disorder and the effectiveness of a training course on positive thinking on their professional identity.
Methods: The participants consisted of 25 (16 males and 9 females) bipolar EFL teachers who were purposefully selected from EFL teachers teaching in private language institutes in Kerman City, Iran. A bipolar spectrum diagnostic scale and a semi-structured interview were used to collect the study data. Also, a positive thinking training course was developed to be administered in ten 60-minute sessions.
Results: Regarding the effectiveness of the positive thinking training course on professional identity, the output of a thematic analysis of the interviews conducted with bipolar EFL teachers were as follows: Improvement in communicative and motivational skills, enhancement of willingness to reach professional development and classroom management skills, working on English language proficiency, seeking the best teaching methods, attention to students’ needs, enhancement of verbal skills, and reducing teaching fear.
Discussion: The research results help people participate in bipolar tests and psychological studies and strive for their mental health. It will also create a spirit of hope in patients. The findings have some implications for EFL teacher education administrators and bipolar EFL teachers. Training on positive thinking skills can contribute to positive changes and orientations in EFL bipolar teachers, reconstructing their professional identity.
Methods: The participants consisted of 25 (16 males and 9 females) bipolar EFL teachers who were purposefully selected from EFL teachers teaching in private language institutes in Kerman City, Iran. A bipolar spectrum diagnostic scale and a semi-structured interview were used to collect the study data. Also, a positive thinking training course was developed to be administered in ten 60-minute sessions.
Results: Regarding the effectiveness of the positive thinking training course on professional identity, the output of a thematic analysis of the interviews conducted with bipolar EFL teachers were as follows: Improvement in communicative and motivational skills, enhancement of willingness to reach professional development and classroom management skills, working on English language proficiency, seeking the best teaching methods, attention to students’ needs, enhancement of verbal skills, and reducing teaching fear.
Discussion: The research results help people participate in bipolar tests and psychological studies and strive for their mental health. It will also create a spirit of hope in patients. The findings have some implications for EFL teacher education administrators and bipolar EFL teachers. Training on positive thinking skills can contribute to positive changes and orientations in EFL bipolar teachers, reconstructing their professional identity.
